Course Information
TitleΑΠΟΚΤΗΣΗ ΛΕΞΙΛΟΓΙΟΥ ΚΑΙ ΣΤΡΑΤΗΓΙΚΕΣ ΔΙΔΑΣΚΑΛΙΑΣ ΚΑΙ ΑΠΟΜΝΗΜΟΝΕΥΣΗΣ / VOCABULARY ACQUISITION AND STRATEGIES FOR TEACHING AND MEMORIZATION
Title in ItalianAcquisizione del lessico e Strategie di insegnamento e memorizzazione
Code11422
FacultyPhilosophy
SchoolItalian Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600018103

Programme of Study: UPS School of Italian Language and Literature 2013

Registered students: 99
OrientationAttendance TypeSemesterYearECTS
Italian Language and LiteratureElective CoursesWinter/Spring-6

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Instructors from Other Categories
Weekly Hours4
Total Hours52
Class ID
600155243
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
  • Italian (Instruction, Examination)
Learning Outcomes
Upon successful completion of the course, students will: • be able to understand the interaction of vocabulary with the other levels of linguistic analysis • be familiar with modern vocabulary acquisition theories • be able to apply modern vocabulary teaching methods in light of recent research • be able to assess the level of vocabulary of their potential students and • be able to implement strategies to optimize it.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The purpose of the course is to examine the linguistic area of ​​vocabulary and in particular (a) the importance of vocabulary for a second or foreign language acquisition (L2) (b) how students of L2 learn vocabulary and (c) representative strategies for vocabulary teaching and memorization. Regarding vocabulary acquisition, during the course will be presented theories related to vocabulary acquisition models, recent research studies, and issues related to the influence of the first language (L1) on the acquisition of the second or foreign language (L2)vocabulary. During the course will also be discussed issues on vocabulary learning according to students' language level, word frequency and vocabulary size, role of the learner in vocabulary learning, vocabulary reception and vocabulary use based on the concept of learning load. Finally, in the context of exploitation vocabulary teaching strategies in the classroom,the lecturer will present strategies for the effective teaching and memorizing of vocabulary by L2 students as well as methods for evaluating the effectiveness of this process. 1. The role of vocabulary in the process of a second or foreign language (L2)acquisition. 2. What does "I know a word" mean? 3. What is the basic vocabulary? 4. How is vocabulary acquired in a second or foreign language? 5. High and low frequency vocabulary vs vocabulary knowledge per language level 6. Receptive and productive vocabulary 7. The relationship between vocabulary and grammar 8. How is vocabulary taught in a second or foreign language (L2? 9. Vocabulary teaching strategies 10.Vocabulary memorization strategies 11.Vocabulary and corpora.
Keywords
vocabulary acquisition, strategies, teaching, memorization
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Description
Use of powerpoint presentations during lectures. Use of e-learning to which the lesson lectures and all related material are 'uploaded'. Use of e-mail to inform students, etc.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures602.4
Laboratory Work401.6
Reading Assigment200.8
Exams301.2
Total1506
Student Assessment
Description
Assessment/grading methods: Two different approaches are used to evaluate students according to the study rate: 1. In the case of face-to-face courses, the student may take two quizzes during the semester, the average mark of which will be its final mark.Continuous course attendance is an impermeable condition (οnly two absences are allowed).In the case of quiz failure, student can participate in the final exams of the course. 2. Participation in the final exams of the course.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative, Summative)
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Exam with Extended Answer Questions (Formative, Summative)
  • Written Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
1.Ξυδόπουλος, Γ. Ι. 2008. Λεξικολογία: Εισαγωγή στην ανάλυση της λέξης και του λεξικού. Αθήνα: Πατάκης. 2.Μήτσης,Ν., Παραδιά, Μ. & Μήτση, Α. Το Λεξιλόγιο. Θεωρητική Προσέγγιση και Διδακτικές Εφαρμογές.Εκδόσεις:Γ. ΔΑΡΔΑΝΟΣ ΚΑΙ ΣΙΑ Ε.Ε.
Additional bibliography for study
Bernini G., Spreafico L., Valentini A., 2008, Competenze lessicali e discorsive nell’acquisizione di lingue seconde, Guerra, Perugia. Biagi F., Bracci L., Filippone A., 2008 “Il metodo FICCS: Full Immersion, Culture, Content, Service”, Βollettino ITALS, VI. Blachowicz, C. L. Z. and P. Fisher (2005). Teaching vocabulary in all classrooms.Upper Saddle River, N.J.: Merrill/Prentice Hall. Bolasco S. (2008). Corpora e liste di frequenza d’uso: criteri e tecniche per l’analisi automatica dei testi. In M. Barni, D. Troncarelli, C. Bagna (Eds.), Lessico e apprendimenti (pp. 113-142). Milano:Franco Angeli. Cohen, A. D. (1996). Second Language Learning and Use Strategies: Clarifying the Issues. Research Report. Minneapolis: Center for Advanced Research on Language Acquisition, University of Minnesota. Cohen, A. D., Oxford, R. L. & Chi, J. C. (2002). Language Strategy Use Inventory. Retrieved from http://www.carla.umn.edu/maxsa/documents /langstratuse_inventory.pdf De Mauro T., Mancini F. Vedovelli M. ,Voghera M., 1993, Lessico di frequenza dell'italiano parlato, Etas, Milano. Gairns, R. & S. Redman (2000). Working with words: a guide to teaching and learning vocabulary. Cambridge: CUP. Gu, P. Y. (2002). Gender, Academic Major, and Vocabulary Learning Strategies of Chinese Efl Learners. RELC Journal,33(1), 35-54. Gu, P. Y. (2003). Vocabulary Learning in a Second Language: Person, Task, Context and Strategies. Teaching English as a second or Foreign Language, 7(2), 1-26. Lewis, M. (1997). Implementing the Lexical Approach. Language Teaching Publications. Lewis, M. (ed.) (2000). Teaching collocation. Language Teaching Publications. McCarthy, M. (1990). Vocabulary. Oxford: OUP Meara, P. (1996). The classical research in L2 vocabulary acquisition. In G. Anderman & M. Rogers (eds.), Words, words, words: The translator and the language learner (pp. 27-40). Clevedon: Multilingual Matters. Meara, P. (1998). Review of second language vocabulary acquisition: A rationale for pedagogy. Applied Linguistics,19, 289-292. Mizumoto, A. (2010). Exploring the art of vocabulary learning strategies: A closer look at Japanese EFL university students.Tokyο: Kinseido. Nation, I.S.P. (1990). Teaching and learning vocabulary. New York: Heinle & Heinle Publ. Nation, I.S.P. (2001). Learning vocabulary in another language. Cambrdige: CUP. Oxford, R.L. (1992/1993). Language learning strategies in a nutshell: Update and ESL suggestions. TESOL Journal, 2(2), 18-22. Oxford, R. L., & Scarcella, R. C. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22(2), 231–243. Psaltou-Joycey, A. (2010). Language learning strategies in the foreign language classroom. Thessaloniki: University Studio Press. Read J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press. Read J. (2004). Second Language Vocabulary Testing: Taking a Broader Perspective, 2004 International Conference on English Instruction and Assessment. Read J. (2007). Second Language Vocabulary Assessment: Current Practices and New Directions. International Journal of English Studies IJES, 2, pp. 105-125. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: CUP Schmitt, N. (1997). Vocabulary learning strategies. In N. Shmitt & M. McCarthy (eds.), Vocabulary: Description, acquisition and pedagogy, (pp. 199-227). Cambridge: Cambridge University Press Serraggiotto G., (2003), CLIL, Apprendere insieme una lingua e contenuti non linguistici, Guerra, Perugia. Singleton, D. (1999). Exploring the second language mental lexicon. Cambridge: CUP. Stahl, S. (1999). Vocabulary development. USA: Brookline Books Takač, V.P. (2008). Vocabulary learning strategies and foreign language acquisition. UK: Multilingual Matters Vertecchi B. (2010). Nuove ipotesi per lo sviluppo della didattica in linea. Journal of e-Learning and Knowledge Society, 1, pp. 31-42. Vertecchi B., Poce A., Angelini C., Agrusti F. (2010). Orbis dictus. Un ambiente adattivo multilingue per l’istruzione in rete / Orbis dictus. A Self-Adaptive Environment for Multi-language Teaching and Learning Opportunities. Milano: FrancoAngeli. Zini, A. (2012). Misurare la competenza lessicale in contesto specifico attraverso prove di cloze (Measuring lexical competence in specific context through cloze tests). Giornale Italiano Della Ricerca Educativa - Italian Journal of Educational Research, 9, 108 - 119. ISSN 2038-9736.
Last Update
08-10-2020